Grade: 10/High School Subject: Biology Author: Brianne Duffy
GMO, OMG!
Standards: LS3(9-11)7 7b - investigate how sorting and recombination of gens in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
7c - citing evidence of how natural selection and evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. (e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
Context: Students will be introduced to the genetically modified organism (GMO). Students will begin to understand the nature of the industry, how it has effective food production, and what it will continue to do. This idea is similar to selective breeding, which the class discovered in the lesson prior. This lesson will take one block period.
Opportunities to Learn: Materials: - photos of GMOs vs. Non-GMOs - physical examples of GMOs (i.e.: carrots, corn, eggs, etc.) - Food Inc. video clip (I own the DVD) - article: GMO Introduction
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will be introduced and gain knowledge in the background and history of GMOs and the debate surrounding their use. Students will explore the range of crops that currently contain GMOs. Students will consider the ethical battle surrounding the use of genetically modified organisms.
Instructional Procedures: Opening: (15 minutes) I will introduce what the students will be doing, and then get them started. I do not want their observations to be biased, so I feel it would be best to allow them time to draw conclusions on their own. All unmodified organisms will be example A, and modified will be B.
Body: (60 minutes) Students will be told to navigate around the room to different stations to observe the differences between GMOs vs. Non-GMOs. There will be real examples of the clear difference the effects of modifications have on organisms and students will record such differences in their notebooks. After completing the observations, students will return to their seats and discuss what they observed and what they think of these observations. I will guide them with questions such as this:
What do you think caused these extreme differences?
Which option was better?
Why do you think one would be better over the other?
After the brief discussion, I will read the article aloud. Students will be instructed to take at least 5 bulleted notes on the reading, and will be asked write a short paragraph about how their opinions of A and B may have changed. It will then have been revealed that we are talking about GMOs. I will introduce common themes and issues people have regarding the topic at hand, and will follow that by showing the 10 minute video clips from Food Inc. After watching the clip and giving students background knowledge about the film, I will again ask students which options they feel are better, how they normally shop, and if their practices may change.
*Food Inc. is a documentary examines corporate farming in the United States, concluding that agribusiness produces food that is unhealthy, in a way that is environmentally harmful and abusive of both animals and employees.
Closing: (10 minutes) Students will discuss the issues, pros and cons, and have an "impromptu" debate. I will introduce the idea of genetically modifying humans, just as selective breeding had be related to humans, and prompt students to wonder what direction the societal norm is truly heading in.
The assessment will be assigned and class will be dismissed.
Assessment:
Students will be asked to find their own examples of a GMO and Non-GMO. They can either sketch the differences, draw the two organisms, or choose to write paragraphs about each of the organisms. Students will include where they found the organ
Subject: Biology
Author: Brianne Duffy
GMO, OMG!
Standards: LS3(9-11)7
7b - investigate how sorting and recombination of gens in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
7c - citing evidence of how natural selection and evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. (e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
Context: Students will be introduced to the genetically modified organism (GMO). Students will begin to understand the nature of the industry, how it has effective food production, and what it will continue to do. This idea is similar to selective breeding, which the class discovered in the lesson prior. This lesson will take one block period.
Opportunities to Learn:
Materials:
- photos of GMOs vs. Non-GMOs
- physical examples of GMOs (i.e.: carrots, corn, eggs, etc.)
- Food Inc. video clip (I own the DVD)
- article: GMO Introduction
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will be introduced and gain knowledge in the background and history of GMOs and the debate surrounding their use. Students will explore the range of crops that currently contain GMOs. Students will consider the ethical battle surrounding the use of genetically modified organisms.
Instructional Procedures:
Opening: (15 minutes) I will introduce what the students will be doing, and then get them started. I do not want their observations to be biased, so I feel it would be best to allow them time to draw conclusions on their own. All unmodified organisms will be example A, and modified will be B.
Body: (60 minutes) Students will be told to navigate around the room to different stations to observe the differences between GMOs vs. Non-GMOs. There will be real examples of the clear difference the effects of modifications have on organisms and students will record such differences in their notebooks. After completing the observations, students will return to their seats and discuss what they observed and what they think of these observations. I will guide them with questions such as this:
- What do you think caused these extreme differences?
- Which option was better?
- Why do you think one would be better over the other?
After the brief discussion, I will read the article aloud. Students will be instructed to take at least 5 bulleted notes on the reading, and will be asked write a short paragraph about how their opinions of A and B may have changed. It will then have been revealed that we are talking about GMOs. I will introduce common themes and issues people have regarding the topic at hand, and will follow that by showing the 10 minute video clips from Food Inc. After watching the clip and giving students background knowledge about the film, I will again ask students which options they feel are better, how they normally shop, and if their practices may change.*Food Inc. is a documentary examines corporate farming in the United States, concluding that agribusiness produces food that is unhealthy, in a way that is environmentally harmful and abusive of both animals and employees.
Closing: (10 minutes) Students will discuss the issues, pros and cons, and have an "impromptu" debate. I will introduce the idea of genetically modifying humans, just as selective breeding had be related to humans, and prompt students to wonder what direction the societal norm is truly heading in.
The assessment will be assigned and class will be dismissed.
Assessment:
Students will be asked to find their own examples of a GMO and Non-GMO. They can either sketch the differences, draw the two organisms, or choose to write paragraphs about each of the organisms. Students will include where they found the organ
Tiering Options:
Heredity Home Page